In this article, the authors consider the issues of interaction between the emotional sphere of schoolchildren and their educational activities. It is known that emotions are one of the leading mechanisms of internal regulation of mental activity and human behavior, therefore, in educational activities, it is very important for the teacher to focus on ensuring that students experience a positive emotional mood during classes. Learning should bring joy, satisfaction and inspiration, that is, accompanied by success. The authors analyze such concepts as “success”, “success situation”, “success”, while describing in detail the difference between subjective and objective success; They offer techniques for the teacher to create a situation of success in students’ educational activities, which are divided in accordance with the task being performed into three stages: stimulating-motivational, operational-activity, and evaluative-effective.
success situation
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1. Amonashvili Sh.A. Go to school from the age of six. – M.: Pedagogy, 1986. – 176 p.
2. Belkin A.S. A situation of success. How to create it: A book for teachers. – M.: Education, 1991. – 170 p.
3. Vilyunas V.K. Psychology of emotional phenomena. – M.: Publishing house Mosk. University, 1976. – 142 p.
4. Glasser W. Schools without losers. – M.: Progress, 1991. – 184 p.
5. Lukoyanov Yu.E. If your child is having difficulty learning. – M.: Knowledge, 1980. – 96 p.
6. Lysenkova S.N. When it's easy to learn. – Minsk: Narsveta, 1990. – 193 p.
7. Markova A.K. Formation of learning motivation / A.K. Markova, T.A. Matis, A.B. Orlov. – M.: Education, 1990. – 192 p.
8. Natanzon E.Sh. Difficult student and teaching staff. – M.: Education, 1984. – 96 p.
9. Ozhegov S.I. Dictionary of the Russian language. – M.: “Russian language”, 1988. – 750 p.
10. I give my heart to children. – Kyiv: Glad. School. 1969. – 272 p.
11. Tulchinsky G.Ya. Reason, will, success. About the philosophy of action. – L.: Leningrad State University Publishing House, 1990. – 216 p.
12. Ushinsky K.D. Sob.soch., T.6. M.-L. 1949 – 448 p.
13. Fridman L.M., Kulagina I.Yu. Psychological reference book for teachers. - M.: Education, 1991. – 228 p.
14. Heckhausen H. Motivation and activity: Transl. with him. – M.: Pedagogy, 1986. – 406 p.
15. Shchurkova G.M. New technologies of the educational process. – M.: New school, 1993. – 112 p.
Many works are devoted to the problems of a person’s emotional state, since emotions are one of the main mechanisms of internal regulation of mental activity and behavior. Human emotions are complex and multifaceted, since they express not only self-expression in a physiological sense, but also a person’s social connections, his worldview, his worldview, his attitude towards the actions and statements of other people. Since the emotional saturation of the body is its important innate and lifelong developing need, then in the educational activities of the student one should rely on his emotional sphere.
In addition, in the simplest personality structure, emotions and relationships are adjacent phenomena:
others cause indifference and hostility to the matter.
Unbearable difficulties, constant failures and mistakes, offensive remarks not only upset and disappoint the student, but can also lead to a complete loss of interest in school. Of course, the teacher should mainly focus on positive reinforcement of the student’s educational activities, in order to evoke and maintain a positive emotional mood in him in the process. academic work.
Teaching only brings satisfaction, joy, and inspiration if it is accompanied by success. Therefore, the teacher must make sure that the organized activity conceals a situation of success.
American psychologist W. Glasser, who has many years of experience working with “loser” children, writes: “Regardless of the number of past failures, origin, culture, skin color or level of material well-being, a person will never succeed in life in the broad sense of the word if one day does not know success in something important to him... If a child succeeds in school, he has every chance of success in life.”
The author of the “success situation” phenomenon is A.S. Belkin, who differentiates the concepts of “success” and “success situation” as follows: “A success situation is a combination of conditions that ensure success, and success itself is the result of such a situation.” From a pedagogical point of view, a situation of success is a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both an individual and the team as a whole.”
Success in the educational activities of schoolchildren has enormous power, as indicated by the statements of many teachers:
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Lukoyanov Yu.E. |
“Success inspires a child, helps him develop initiative and self-confidence, and subsequently ensures the formation of the character of a fighter who believes in his own strength.” |
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Belkin A.S. |
“...Even a one-time experience of success can radically change a child’s psychological well-being, dramatically change the rhythm and style of his activities, relationships with others...”. |
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Shchurkova N.E. |
“The experience of success comes when you are able to overcome yourself, your inability, ignorance, and inexperience. The child’s personality seems to grow in success, while failures make him shrink, curl up, withdraw from the consciousness of his second-class status.” |
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Natanzon E.Sh. |
“...Success in activity inspires and inspires a person, increases interest in it.” |
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Sukhomlinsky V.A. |
“Success in learning is the only source of a child’s internal strength, which generates energy to overcome difficulties and a desire to learn. |
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Amonashvili Sh.A. |
“Success and joy are the vitamins of learning. Of course, a child can learn without them, but does such teaching bring any benefit, does mental food get absorbed?” . |
Thus, a situation of success is a purposeful combination of psychological and pedagogical techniques that contribute to the conscious inclusion of each student in active work depending on individual capabilities, ensure a positive emotional mood for students to complete educational task and adequate perception of the results of their activities.
Ultimately, “success in work is the basis of mutual understanding between teacher and students, between parents and children, teachers and parents, and therefore the unity of action and educational efforts of school and family.”
Thus, since interpersonal relationships are mediated by activity, its values, content and organization, then, undoubtedly, successful activity is the key to the development of high-order relationships, i.e. cooperative relationships.
In this case, it is necessary to clarify the use of the term “success”. We distinguish between subjective and objective success of activities.
You can quickly and efficiently complete a given exercise, brilliantly solve a problem, masterfully perform a piece of music, and spend minimal effort. Such activity will have objective success, since the high result of the activity is noted only by an outside observer. Easy success does not bring satisfaction. Thus, the objective success of an activity is not a situation of success, since the quality of what is performed is not the result of the physical and mental stress of the subject of the activity. Success should not be achieved too quickly, without sufficient effort, and most importantly, success should not be completely guaranteed even before any effort begins, because such a guarantee kills search activity.
So, “...a situation of success is achieved only when the personality itself determines this success. There is no situation of success without the student’s own efforts.” The activity will be subjectively successful if the student managed to overcome his fear, difficulty, confusion, disorganization, laziness and other negative factors.
It must be remembered that when success is achieved at the cost of special efforts, fatigue may appear. When a student is faced with work that is too difficult, cannot cope with it, and fails, this can lead not only to a loss of interest, but also to more serious negative consequences. “Attacking difficulties that are insurmountable due to age,” wrote K.D. Ushinsky, - a child may lose faith in his own strength, and this uncertainty will become so ingrained in him that it will slow down his progress in learning for a long time. More than one talented, nervous and impressionable child has become stupid and lazy precisely because his self-confidence, so necessary for a person in any undertaking, was undermined by premature attempts.”
Thus, an indispensable condition for the implementation of a situation of success in students’ activities are the following provisions: the student must make an effort to overcome his inability, ignorance, and inexperience; the task proposed for completion should be accessible, and difficulties should increase gradually (step by step, as students confidently complete the previous task); the teacher must believe in the student, in his capabilities and abilities, in the optimistic prospect of his development; the proposed activity must bring satisfaction, and for this it is necessary that it conceals within itself the elements of creativity as a creative effort.
Plays an important role in ensuring that every student experiences success. pedagogical assessment result completed. There is no need to evaluate a successfully completed work as a whole; only one detail should be assessed: an interesting technique, an unusual method, original design, independent search, etc. This will be the true merit of the student, his individuality.
Turning to the “Dictionary of the Russian Language” by S.I. Ozhegov, we establish that success is: 1) luck in achieving something; 2) public recognition; 3) good results in work and study. In this case, the essence and content of the problem of success is evident: a person’s desire not only to merge with the community, to become one with it, but also to be noted and recognized in it, to receive an assessment of his actions.
Thus, the main contradiction of the problem of success is that “predominant among all human needs and integrating them is the need to merge with society and at the same time stand out in it, to become a generic being and at the same time unique.” Success as a unity of recognition and distinction appears in this understanding of its nature as the main prerequisite for a person’s awareness of his own significance.
Positive academic results give a young man a basis for self-respect (because they prove to him that his intelligence, abilities, and hard work are highly valued by others) and at the same time act as a means for him to achieve the respect of these others. Thus, achievement and recognition are two very important factors in academic satisfaction.
However, it is well known that the phenomena of reality are characterized by a polar nature, and opposites can be found in any of them. Following one of the basic laws of the dialectic of unity and struggle of opposites, the concept of “success” will be considered in tandem with the concept of “failure”. “... A subclass of success-failure emotions... serves as an “auxiliary” mechanism that is connected, as necessary, to the process of regulating activity and corrects its course in a specific situation based on actual achievements.”
We must not forget that such negative emotions, how resentment, envy, fear, apprehension - derivatives of “failure” - not only disorganize educational activities, but also contribute to the development of depression, apathy, and ultimately the emergence of neuroses. These emotions support the student’s stable “avoidance motivation.” Thus, an abundance of the same type of emotions sooner or later forms a negative attitude towards learning, towards school and leads to the depersonalization of relationships in the “teacher-student” system. Therefore, “a child (like an adult) needs the dynamism of emotions, their diversity, but within the framework of optimal intensity.
The motivation of their studies, level of aspirations, gender, age, type of culture play a big role in students’ perception of success or failure.
Let us clarify the content of the concept of “success” at each stage of interaction between teacher and students. At the first stage (it corresponds to the “custody” type of relationship), success acts as a factor in the search activity of students. For students, the very fact of receiving approval, praise, and high marks is important, which brings the individual some psychological freedom. For a teacher, it is important that the student feels the taste of victory after numerous failures. The student can be achievement oriented high results either a valuable hint, copying, cramming, an accidentally successful answer, or thanks to sufficiently developed natural characteristics of “grasping on the fly,” or conscientious painstaking work. The first stage is a kind of “search” stage, when success for each student takes on a form that would bring satisfaction. The danger of this stage is that success can take on negative forms, when a high result is achieved “at any cost.”
As the personality develops, self-esteem and self-awareness develop, the student can no longer be satisfied with “effective” success; he is not so much interested in success “in general” as in the recognition of his merits by authority figures: specific teachers, parents, friends. It turns out that achieving success (or failure) does not always have a uniquely stimulating effect on a person. Both praise and blame can contribute to either a decrease or an increase in a student’s self-esteem and self-esteem. The decisive point is not the fact of praise or blame itself, but the authority of those from whom it comes. The words of an authority figure instill in students confidence in their abilities and a desire to cope with difficulties. Respect for the teacher makes you want to listen to his advice and accept his help. The atmosphere created by the actions of an authoritative person stimulates the desire for creative activity. Therefore, at the second stage of interaction, which corresponds to the “mentoring” type of relationship, success will be expressed in recognition that is significant for the individual.
However, success as recognition and approval is only a mechanism for reinforcing and consolidating the efforts of the individual himself in the process of his self-realization and the disclosure of his creative potential. For the formation and development of a personality, not only success—recognition of the results of its activities (including by authorities), but also success—overcoming—is important. It is overcoming difficulties that constitutes a person’s experience and determines his self-esteem and self-respect. Therefore, success-overcoming is especially important for a young person. Thus, success-overcoming is an important factor in the formation and development of personality, acting not only as overcoming any external problems, but also as self-overcoming, self-development of the individual. Therefore, at the third stage of interaction, which corresponds to the “partnership” type of relationship, success realizes the function of overcoming difficulties, primarily self-overcoming and self-affirmation.
From level to level “increases” personal factor motivation". If at the first level a person’s awareness of the success of the results of his activities is completely determined by the external environment (“tutelage”), then at the fourth level these external results and their assessment by the environment are practically replaced by the intrinsic value of the activity (“cooperation”). “If at the first stages of its development a personality is guided by external factors of life, by its social approval or censure, then as it socializes, assimilates social values and norms, accepts or rejects them, the personality finds these social guidelines within itself, realizing itself as an individualized social being” [ibid., p.45]. Thus, at the fourth stage of interaction between the teacher and students, success acts as a factor of satisfaction with the activity itself and for the student takes the form of “success - the fulfillment of a purpose” (or “success - the realization of a vocation”).
Let us dwell on a detailed consideration of ways a teacher can create a situation of success in students’ educational activities. In order for the system of measures we have developed to acquire a complete, complete character, let us turn to the theory of the activity approach, which requires studying pedagogical processes in the logic of a holistic consideration of all the main components of activity: its goals, motives, actions, operations, methods of regulation, correction, control and analysis of achieved results. Therefore, the techniques we have proposed for creating a situation of success are distributed in accordance with the task being performed into three stages: 1) stimulating and motivational; 2) operational and activity-based; 3) evaluative and effective. Based on the tasks (purpose) of each stage of educational activity, we will determine the teacher’s tasks to create a situation of success at each stage of his interaction with students (Table 1).
Table 1
Teacher’s tasks at each stage of interaction with students
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Training stage |
Stage of interaction between teacher and student |
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Mentoring |
Partnership |
Cooperation |
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Stimulating and motivational |
Arouse curiosity, relieve emotional stress (uncertainty, fear), determine the objectives of the lesson, anticipate possible difficulties |
Arouse curiosity, create an atmosphere of trust, together with students, determine the objectives of the lesson, possible difficulties of the upcoming work |
Maintain cognitive interest, awaken a sense of responsibility, instill confidence in one’s capabilities, determine a plan for working with active participation students |
Together with students, discuss the objectives of the lesson, upcoming activities, analyze the conditions and ways to achieve them, create a creative atmosphere |
Relieving emotional stress, psychological mood for work |
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Warm-up tasks with unusual content, unconventional beginning of the lesson, “stroking” communication, persuasion, showing kindness and care |
“Emotional reinforcements”, the technique of personal exclusivity, an unusual start to the lesson |
The use of “contracts”, “dispute” with the teacher, “puzzle”, etc. |
“Advice” with students on organizing activities |
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Operational stage |
Provide students with tasks that promote “infection” with success, teach elements of joint educational work |
Provide students with tasks that give them a sense of “the taste of victory”, organize assistance in selecting additional work for completing the task |
Create a “field” for self-overcoming, encourage students to independently consult dictionaries, encyclopedias, and other reference books |
Give students the opportunity to independently search for ways to successfully complete a task, stimulate students’ internal need to use reference material |
Intellectual saturation, mastery learning activities and operations aimed at developing cognitive interest, improving the emotional sphere, developing skills of independent and team work, and intensifying educational activities in general, depending on the stage of interaction between the teacher and students. |
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Techniques for creating success step by step |
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“I give you a chance”, tasks in a chain, a simplified version of the task, double tasks, tasks at the request of the student, “absent-minded person”, reducing the amount of work |
As mentors, access to younger schoolchildren with an oral journal, with partial lessons, assignments to choose from, “infection”, the use of external supports, tactics of preventive action, “hidden help” |
Consulting classmates on one of the sections academic subject, selection of lesson aids, search tasks, pair work, “editing” exercises |
Problem tasks, the principle of Haji Nasreddin, maintaining a state of “permissiveness”, creating contradictions in the process of learning new things, assisting the teacher |
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Evaluation-resultative stage |
Explain in detail to students the assessment of the results of their activities, highlight the criteria by which the assessment is carried out |
Organize an analysis of student performance results and their assessment, involving the students themselves in this procedure |
Organize minor assistance to students in assessing the results of their activities, including students in reflective activities |
Create an atmosphere of adequate perception of teacher performance assessment and self-assessment of performance |
Emotional reinforcement of students for inclusion in subsequent activities, acquisition of skills for adequate perception and evaluation of performance results. |
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Techniques for creating success step by step |
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Silent survey, “advance marking”, “delayed marking”, frontal polling without marks, choral response method, refusal of negative marks |
Answer with supports, consultation cards, personal advances, “hidden help”, non-traditional checks homework(crosswords, puzzles, poems on the topic), “verbal orientation”, introducing a mark for creative search |
Review of the answer by classmates, tape survey, “argument” with the teacher |
Mutual survey-dialogue, interview, discussion |
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Each stage should end with stimulation techniques that relieve the oncoming fatigue of schoolchildren: physical education, a game, a funny mini-story, etc.
Analyzing the complexes of psychological and pedagogical techniques for creating a situation of success, we establish that at the stimulating-motivational and evaluative-effective stages of the lesson, a large role is given to techniques acting on the emotional-volitional sphere, and at the operational-activity stage - on the intellectual sphere.
For the most successful implementation of techniques for creating a situation of success in the work of a teacher, it is necessary to use cross-cutting measures: showing kindness, attention and care; friendliness of intonation; recording the slightest successes of the student in educational activities; showing great patience; providing assistance in a very delicate manner, sparing the student’s pride; refusal to make hasty conclusions about the child’s knowledge based on randomly unsuccessful answers. In addition, do not abuse reproaches, remarks, “twos”; do not exaggerate the student’s failures and attribute them to a personal nature, shame them in front of classmates, call their parents; Compare a student's progress only with his or her previous results, and not with the successes of other classmates. Social reinforcement plays a significant role. It consists of the approval and support of the student by parents, classmates, and friends.
The result of implementing techniques to create a situation of success in educational activities will be considered:
At the stage of interaction “guardianship” - removing feelings of fear, acquiring basic skills independent work, awakening inquisitiveness, acquiring basic skills of joint activity → a feeling of emotional satisfaction from recognition of the result of the activity → the desire to repeat success;
At the stage of interaction “mentoring” - stabilization of emotions, the emergence of a sense of self-confidence, stability of interests, activation of skills of independent and team work → a feeling of emotional satisfaction from recognition by “significant others” of the efforts expended → the desire to strengthen success;
At the stage of interaction, “partnership” is a breadth of interests, a sense of confidence in one’s abilities, stability of the emotional sphere, improvement of skills and abilities of teamwork → the joy of victory over overcome difficulties → the desire to realize one’s individual capabilities in achieving success;
At the stage of interaction “cooperation” - improvement of the emotional-volitional sphere, the effectiveness of interests, the ability to independently organize conditions for yourself and classmates for successful activities, creative activity→ the joy of learning something new → enjoying the process and content of the activity.
This is the essence of the gradual development of cooperative relationships through the organization of specific techniques for creating a situation of success.
Thus, the situation of success only then becomes effective means development of cooperative relations between teacher and students, when it is represented by all the variety of techniques and ways of its creation; is implemented at each stage of interaction between teacher and students, on the one hand, and at each stage of educational activity, on the other; complicates the educational and educational tasks facing at each stage; is implemented taking into account the characteristics and capabilities of each student when organizing cognitive activity; contributes to the transfer of the educational process from the level of pedagogical influence and influence to the level of personal interaction with students, i.e. acceptance by students of a subject position in joint activities with the teacher.
Reviewers:Bailuk V.V., Doctor of Philosophy, Professor of the Department of Social Work Technologies of the Institute social education Ural State Pedagogical University, Yekaterinburg.
Vetoshkin S.A., Doctor of Pedagogical Sciences, Professor of the Department of Educational Law, Institute of Sociology and Law, Russian State Vocational Pedagogical University, Yekaterinburg.
Bibliographic link
Larionova I.A., Larionova S.O. SITUATION OF SUCCESS AS A FACTOR IN THE DEVELOPMENT OF COOPERATIVE RELATIONSHIPS IN THE TEACHER-STUDENT SYSTEM // Contemporary issues science and education. – 2014. – No. 6.;URL: http://science-education.ru/ru/article/view?id=16371 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
There is no success without cooperation
Pedagogy is one. This is the science of human upbringing, which includes training, education, moral, physical, aesthetic and other development.
Pedagogy is the science of the art of education. (S. Soloveichik) (p.6)
Power in the hands of a smart educator is like a traffic controller’s baton, which gives movement to one flow, slows down another, and overall ensures the safety of each student’s movement and prevents disaster (p. 8).
The ability to properly use power, punish the guilty, and encourage the worthy speaks of the high professionalism of the teacher (p. 9).
If in those around the Personality (teacher) he sees Personalities (students), recognizing their uniqueness, respecting their thoughts, feelings, right to freedom of choice, then thereby recognizing their equality, their right to cooperation, no matter what official relationship they have (p. .10)
Cooperation in pedagogy is mutual respect for individuals, willingness to help the self-realization of their capabilities, and optimistic faith in the future.
Cooperation is, first of all, a position, a kind of starting point in the activities of an Educator, a Teacher, an educator, be it parents or social activists (p. 10).
The starting point ultimately determines the fate of the child; it highlights the teacher’s pedagogical credo and his principled position. It concentrates the spiritual, intellectual, even physical strength of the teacher, the degree of his ethical education (p. 10).
Teacher's egocentrism– events “for show”, “for show”, the pursuit of prestigious places (ostensibly for the team, but in reality for the teacher). Egocentrism is accompanied by lack of initiative, indifference, and moral infantilism.
The reverse form of egocentrism – paedocentrism – is an extreme form of pedagogical indifference or pedagogical helplessness. Such educators provide their students with freedom of action, remaining in the position of an outside observer at a time when intervention is necessary, when the teacher is required to fully devote his mind, energy, and heart (p. 12).
Treating a child as an individual presupposes the ability and ability of a teacher to put himself in the position of a student, to be imbued with his states and feelings (p. 14).
One-sided emotional contact is the beginning of an individual approach to the child, and two-sided - personal. An individual approach to education is a subtle instrument that every educator should hold in their hands, and a personal approach is the ability to play it, and so that the child’s soul sounds in response (p. 15).
In order to correctly understand the emotional life of children, you should be able (and learn to do so) to put yourself in the position of a child, to remember your own states in similar situations; constantly enrich the world of your feelings, analyze them (p. 18).
This work reveals the essence of a purposeful, organized combination of conditions under which the opportunity to achieve success in the activities of both an individual and the team as a whole is created.
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MBOU "Urinskaya Secondary School"
Scientific and methodological conference
“Modern education: experience, problems, prospects”
Topic: Increasing student motivation through creating situations of learning success
Completed by: Shigina I.A.,
Deputy school director for water management
2012
Goal of the work : to reveal the essence of a purposeful, organized combination of conditions under which the opportunity to achieve success in the activities of both an individual and the team as a whole is created.
Tasks :
- identify psychological factors that determine success or failure in learning;
- reveal the role of the teacher in increasing student motivation;
- diagnose students of different age groups for success in learning and determine school motivation;
- create a bank of success situations
- Relevance: V.F. Shatalov argued that in order for work at school to be effective, the “pickled cucumber” effect must work. The main thing is to create a brine. Then, no matter what the cucumber is, good or bad, once in the brine, it will be salted. How to create such a “pickle”? What to take as a basis? Many teachers believe that main meaning The teacher’s activity is to create for each child a situation of success in the lesson. It is created through combinations of conditions that ensure success. The teacher’s task is to give each student the opportunity to experience the joy of achievement, realize their capabilities, and believe in themselves. Success in learning is one of the sources of a student’s internal strength, generating energy to overcome difficulties and a desire to learn.
1.Psychological factors that determine success and failure in learning
WITH psychological point of view success - this is the experience of a state of joy, satisfaction from the fact that the result that a person strived for in his activity either coincided with his expectations, hopes (with the level of aspirations), or exceeded them.
Features of success: on the one hand, success is a purely personal, individual experience of joy; on the other hand, a collective assessment of the individual’s achievements.
For a child, joy shared with others becomes not one, but many joys. Likewise, failure shared with others becomes something else. The best option: the joy of one becomes the joy of others, and failure encourages the student to relieve the grief of those around him. Failure gives rise to the desire for success.
If a child rejoices at his achievements, does not become complacent about them, strives for new heights, and makes others happy—should I be worried? In some cases it’s worth it. It is important that success is not needed only for external effect or does not turn into an end in itself.
Success in learning depends on the following:psychological factors:
- motivation for educational activities;
- arbitrariness cognitive processes (perception, attention, imagination, memory, thinking and speech);
- the student has the necessary strong-willed and a number of other personality qualities(perseverance, dedication, responsibility, discipline, consciousness, etc.);
Skills interact with people in joint activities with them, especially with teachers and study group mates (communication skills);
- intellectual development and formation of educational activity as teaching.
Except Purely psychological factors influence a child’s success:
- means and content of training, the educational material that the teacher and student use. It must meet certain requirements. The most important of them is accessibility and a sufficient level of complexity. Accessibility ensures that students master this material, and sufficient complexity ensures psychological development students. From a psychological point of view, the optimal complexity from a psychological point of view is considered to be educational material that is at a fairly high, but still quite accessible level of difficulty;
A well-thought-out system (strategy) of rewarding students for success and punishing them for failure in educational activities. Incentives must be consistentreal successand reflect not so much the student’s abilities as the efforts he makes. Punishments must playstimulating role, i.e., touch upon and activate important motives of educational activity aimed at achieving success, and not at avoiding failure.
Using encouragement in teaching
1. Encouragement is based on a positive belief in your own abilities and the abilities of others, on accepting students as they are, and not as they could be.
2.The purpose of encouragement is to help students believe in themselves and their abilities.
3. Encouragement helps students take the risk of appearing imperfect and realize that a mistake is not a failure. Mistakes can contribute to learning.
4. Encouragement is different from praise. The student does not have to earn the incentive by being the first to do so. It can be received for any positive action. Encouragement means that the student is accepted for who he is and treated with respect.
5. Reward is given for efforts shown. (In this case, the student is not made a value judgment, as in the case of praise.)
6. Encouragement begins with finding students' assets: talents, positive attitudes and goals, rather than their shortcomings. Every student has strengths.
7.Encouragement is the opposite of disapproval. Don't discourage students
By making negative remarks and exhibiting negative expectations,
Using unreasonably high and double standards,
Encouraging a spirit of competition among students and excessive ambition.
8. Encouragement is a statement that the student is trying and that it is worth trying.
2. The role of the teacher in increasing student motivation.
What role does the teacher play in motivating students? What can a teacher do to improve it?
Firstly , the teacher may emphasize learning, or the process of acquiring skills and knowledge, rather than the achievement, or product, or outcome of that process. Teachers should respond to the effort students put in, not just their performance. Students receiving specific feedback from the teacher regarding the correctness of their completion of the task, and not just marks; a specific response to how children learn, rather than to their personal characteristics and upbringing; reacting to how they learn, without reference to other students, all help students focus on learning.
Secondly , the teacher can increase students' motivation by reducing competition between them. Collaborative vs. Mastery Approach educational material, are ways to help students avoid making negative inferences about the reasons for their performance as a result of comparing it with the activities of other students. Compared to a typical classroom approach to learning, it is more likely that learning in a collaborative structure and learning to mastery will provide a sense of success for students who need it.
Third , the teacher needs to help students evaluate their performance based on causal factors other than ability. This is important because judgments of ability are related to self-esteem and self-confidence, with negative judgments having the most detrimental effect on a student's desire to try to do well. As noted, one way to do this is to reward effort rather than performance with incentives so that students see effort rather than ability as the reason for success.
Another way is to introduce a new causal factor - strategy. Strategy refers to the method in which you do something. If a student performs poorly on a test, it may not be due to ability or lack of effort in preparation. The problem may be poor learning skills and weak execution skills tests, both are strategies. By helping students view (failed) strategies as causes of failure, helping them improve their strategies, and praising them for their efforts to do so, teachers can turn failure into success for many students.
Fourth , the teacher should strive to set realistic goals to increase the likelihood of success and students' personal assessment of their abilities.
Fifthly , teachers need to constantly monitor the information they send to students about the causes of academic failure and adjust their feedback statements to students accordingly. Audio and video recordings can be very helpful in this regard. Teachers should be aware of whether and how they convey to students the message that they perceive them as incapable, and should try to change such language and the manner in which they convey it.
At sixth , teachers themselves need to avoid a state of learned helplessness as a result of their own perceived failures and disappointments experienced in the classroom.
3. Results of a survey on success in learning and determination of school motivation
3.1 I conducted a voluntary anonymous survey of students to determine school motivation. The survey was conducted selectively in different age groups: 2nd grade, 5th grade, 9th grade
The results are presented in the diagram:
Do you like school?
Are you always happy to go to school?
Do your teachers often praise you?
Question 2. What words do teachers use to praise you?
(most often: Well done! Rarely: “Clever girl”, “Wonderful”)
Question 3. Have there been times when teachers did not notice your success?
Question 4. When do you feel confident?
Question 5. Do you like it when your teachers praise you?
4. Bank of success situations
Conditions for creating a situation of success
- Kindness of others:the disposition of those sitting, smiles, friendly encouragement, expectation of performance and interest in the future result - all this relieves psychological tension, reduces the fear of failure, and initiates the subject’s activity.
The latter can be increased due to the high motivation of the proposed activity. “We really need this because...”, “This is important for you because...”. Emphasizing the importance of a task immediately increases a person’s perception of their own importance, and therefore fills them with greater confidence in their abilities.
- Removing Fear - a special operation necessary for every child who craves success and is afraid of failure. Therefore, the teacher says: “It’s not difficult at all... Even if it doesn’t work out, it’s okay, we’ll look for another way...” or “We’ll all help you.”
- This operation is supported by another influence -"hidden instructions": this is veiled help to a person who must learn to do without help, to fully rely on his own resources; but now he cannot cope with the work yet, because he is small, inexperienced, inept, and timid. The teacher says: “You remember, of course, that it’s better to start with...” or “It’s usually more convenient to start with...”, or “The main thing here is probably...”. The hidden instruction initiates a representation in the child’s mind; he sees the picture of the object that should be formed in the course of his activity. This representation provides the basis for the subject’s independent steps.
- Friendly positive reinforcement - advance : announcement of virtues that a person has not yet had time to demonstrate, but which others endow him with. For example: “You, being so smart (strong), will certainly succeed...”.
- "Personal exclusivity": “Only you could...; It is in you that we have great hope.” This operation assigns responsibility by mobilizing the subject.
- Pedagogical suggestion- an intonation-rich, mimically designed way of convincing the student of great faith in him. This element entirely depends on the pedagogical technique, the degree of its development in a particular teacher.
- Completes the ped system. operationsassessment of the product of activitychild. It will determine whether the child (after all) experiences the joy of success. The assessment should be detailed, not holistic: “You were especially successful...”, “What I like most is the way you...”, “This fragment is amazing...”.
Techniques for creating success situations
Emotional strokes
The teacher praises you in class: “you guys are great,” “you’re smart,” “guys, I’m proud of you.”
But is this only praise? Or a statement of fact? Maybe the child is trying because he believed the teacher: “Yes, I’m great, yes, I’m smart. I deserve these words. I will always prove that I’m smart and well done!” We instill in the child faith in himself.
“The deficit in the joy of learning is generated by the deficit in the joy of teaching” (Belkin A.S.)
"Give me a chance" technique
We are talking about a situation prepared in advance by an individual teacher, in which the child gets the opportunity unexpectedly, perhaps for the first time, to discover his own capabilities and abilities. A similar situation the teacher may not prepare on purpose, but his educational gift will be manifested in the fact that he will not miss this moment and will correctly evaluate it; will somehow be able to materialize.
"follow us" technique
For an underachieving student, the teacher finds an intellectual sponsor. Sponsor means providing at his own expense, disinterestedly, free of charge, not bound by any requirements or coercions.
The most effective way is to involve a high school student in intellectual sponsorship. This offers many benefits. Here is the realization of the feelings of the “elder”, and the awareness of one’s own intellectual “I”. At the same time, it is flattering for a weak student to accept the help of a senior and feel his attention. He does not experience his humiliating weakness in front of his classmates; he has an advance of trust in the capabilities of his sponsor.
Acceptance of “Delayed marking”
A mark is given only when the child deserves either a positive or an increased mark. This should not be confused with an assessment! Mark - fixed grade. Assessment can be different, it is always necessary and mandatory. And a mark is only when it speaks of movement and forward, of the child’s achievement. You shouldn’t rush into bad grades, your child needs to be given a chance!
Reception "Eureka"
The secret of the technique is simple: it lies “in the teacher’s desire to awaken the thoughts of the students, to give everyone the opportunity to make their own small discovery, and to turn those around them into accomplices, to include them in the creative process” (Amonashvili Sh.A.).
So, it is necessary to create conditions under which the child, while completing a learning task, unexpectedly comes to a conclusion that reveals something previously unknown.
The teacher’s merit will be to not only notice this deeply personal “discovery”, but also to support the child in every possible way, set new, more serious tasks for him, and inspire him to solve them.
A child, especially in the lower grades, who already has some accumulated intellectual reserve, but cannot really use it, resembles a mechanism wound up by the spring of cognition, which needs an initial push. “The success of a discovery cannot happen in a vacuum. It must be prepared for a long time and patiently, revealing to the child possible connections and relationships...” (Sukhomlinsky V.A.).
Technique “Intellectual inversion”
(changing the position of components, placing them in reverse order)
There is a continuous process of mutual enrichment of knowledge. Schematically, it can be represented as follows: the teacher receives knowledge, transfers it to students, and they, in turn, having accumulated a certain reserve and the ability to independently acquire it, enrich the intellectual fund of the teacher. So, schoolchildren also develop their own intellectual potential. You can even talk about the potential of the class.
Formula: the teacher’s potential gives rise to a group of potentials that constantly interact with each other in order to “charge” the student’s potentials, the teacher must tirelessly replenish his own, and the stimulus for this process is the mental growth of the students, by “connecting” to which the teacher receives a new charge of energy.
“Intentional error” technique
We are used to the fact that only the teacher can point out mistakes to students. When such an opportunity is given to a student, you should see how proud his face shines: he discovered a mistake from the teacher himself!
The “intentional error” technique can be used, taking into account age, only on material known to students, which is used in the proof as supporting knowledge.
Reception "horizon line"
This phenomenon has been known since early childhood. No matter how much you approach the place where the imaginary merger of heaven and earth takes place, it will always move away, beckon, and lead you to infinity. The same is true when a child becomes interested in something.
Of course, every teacher has more than one technique for creating a “success situation,” and I really want to hope that these techniques will greatly help students cope in difficult situations, increase their self-esteem, motivation, and avoid situations of “failure.”
Conclusion
By creating situations of success, the teacher actualizes in the structure of the need-motivational sphere of the student’s personality the dispositions to achieve success in any activity and, above all, in educational and cognitive activities. The actualization of these dispositions leads to a change in the student’s perception of educational and any other life situation. In this case, his attention becomes selective, and he himself can biasedly perceive and evaluate the motivation for achieving success. Thus, we draw a conclusion about the relationship between success in learning and achievement motivation.
There is no doubt that the student must experience a situation of success. Success supports the motivation of a student’s cognitive activity. Of course, the degree of success depends on the level of abilities, skills of the student and the degree of effort made. But this is the task of the teacher - to identify and reveal the inner potential of the student. At the same time, the formation of motivational attitudes in a child is determined by the behavior of the teacher himself, his style of management, communication, his attitude towards his subject and his pedagogical activity. All this is an indispensable condition for students to develop faith in their strengths and their ability to achieve. Only by forming the need for knowledge can one evoke motives in learning that are adequate to it. That is why the knowledge and skills of the teacher to carry out special work to stimulate and motivate the educational activities of schoolchildren are so significant.
The desire to learn arises when everything or almost everything works out. The student’s personal interest in acquiring knowledge appears. It has been proven that the basis of any person’s creative, active well-being is faith in one’s own strength. The establishment of this belief is impossible without acquiring the experience of achieving and experiencing success. It has long been no secret to anyone that a child who has never known the joy of achievement, who has not experienced the pride of having overcome difficulties, loses interest and desire to learn.
Each teacher can create a “success situation” in his lessons if he is engaged in the formation of educational and cognitive motivation of students. “Situation of success” is a combination of conditions that ensure success, and success itself is the result of such a situation.
The teacher’s task is to give each of his students the opportunity to experience the joy of achievement, realize their capabilities, and believe in themselves.
Bibliography
1. Aleshina L. How to evaluate the success of schoolchildren. Children's health. – 2005. - No. 1. – P. 18-13.
2. Belkin A. S. Situation of success. How to create it? – M., 1998.
3. Bityanova M. Academic performance and success // School psychology. – 2003. - No. 40. – P. 4.
4. Lopatin A. R. Counter efforts, success - failure in the educational process // Pedagogy. – 2003. - No. 8. – P. 41-48.
5. Lopatin A. R. Creating a situation of success is the basis of humanization educational process// Public education. – 2004. - No. 8. – P. 143
6. Markova A.K. and others. Formation of learning motivation: A book for teachers. M.: Education, 1990
7. Titova T. E. Motivation for success: advice to parents of first-graders Primary School. – 2007. - No. 10. – P. 11-12.
The origins of this technology are in the pedagogical activities of A.S. Makarenko, who developed the idea of “tomorrow’s joy”, V. A. Sukhomlinsky, who created the “School of Joy”.
Success situation- this is a subjective psychological state of satisfaction as a result of physical or moral stress. A situation of success is achieved when the child himself recognizes this result as success. It occurs in the subject after overcoming his timidity, inability, ignorance, psychological defeat, and the like.
Target: create a situation of success for the development of the child’s personality, give each student the opportunity to feel the joy of achieving success, awareness of their abilities, and faith in their own strength.
Conceptual framework:
Success in any activity inspires and inspires a person, gives him confidence, and increases interest in this activity; constant failures depress, disappoint, upset, reduce interest, cause indifference to the activity or even immediately to it;
Academic success influences all activities in future adult life, the choice of profession, and social status;
Success in learning is closely related to its humanization and individualization.
The teacher's task- help the child’s personality grow in success, make him feel the joy of overcoming difficulties, understand that nothing in life is given in vain - you need to make an effort, and success will be equivalent to the effort expended.
Implementation of technology « creating a situation of success» produces valuable human quality- perseverance in the face of difficulties.
Creating a Success Situation is artificial in nature, since the teacher for a certain time (at a certain moment) increases the evaluative emphasis on the student’s decent work, while not paying attention to the shortcomings.
Success situation- this is such a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both an individual and the team as a whole. This is the result of a thoughtful and prepared strategy and tactics of the teacher and family. The teacher understands the temporary nature of the created situation, which is subsequently corrected. When the child believes in himself, you can point out shortcomings, gradually correcting them together and independently.
Pedagogical technology « creating a situation of success"implies the creation various types joy, using techniques for working with different categories of students. These techniques are creativity of the teacher:
- “emotional stroking” - with a smile, a glance, to make it clear that the teacher approves of the behavior;
Announcement - preliminary discussion with the student about what needs to be done, rehearsal of the event;
- “ugly duckling” - creating opportunities for a child to flourish;
- “mouse in sour cream” - instilling confidence in one’s strength, a call to overcome difficulties;
- “ladder” - gradually guiding the pet along a ladder of knowledge, psychological self-determination;
- “I give you a chance” - the teacher prepares a situation in which the child reveals his capabilities;
- “deliberate mistake” - activating students’ attention and active life position.
For the successful use of this technology by a teacher, he must have the power of suggestive influence through language means pedagogical technology,
treat the child as a developing personality, understand his inner world,
Have you ever created success? For yourself or for someone else? Have you ever found yourself in a situation where success was inevitable? Answer for yourself, would you like to be able to program success? It turns out that this is more than possible to do!
Believe it or not, many successful people, world leaders and top figures of our time do just that - they program their success! Moreover, I suggest that you use these methods not only for yourself, but to create a situation in your lesson in which your student will achieve learning goals and do it with ease and interest. You say it's impossible? Let's try!
In this article, we will explain to you what a situation of success is, why a tutor needs it, and learn several ways to create a situation of success in your lesson.
What is a success situation?
From a pedagogical point of view success situation– this is such a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both an individual and the team as a whole. Electronic magazine Modern problems of science and education
Creating a situation of success in the classroom is one of the key moments of motivation to study, nurturing interest in learning, and nurturing strong character traits. In other words: Success in school today means success in later life.
The main tasks of creating a situation of success are:
- give every student the opportunity to experience the joy of achievement
- realize your abilities
- believe in yourself
Why should a teacher create a situation of success in his lessons?
Answer this question yourself first, and then read my answers.
- First of all, it increases effectiveness classes. The student understands that he is able to complete tasks, he is inspired by his successes and wants to further learn about your subject.
- We all want to not only gain knowledge, but also have fun and Interesting spend time (especially when it comes to junior schoolchildren), and the situation of success helps the tutor to do his lesson diverse, unlike others. This is remembered much better. This leads to the next point.
- A wow effect is created from your classes, which directly affects reviews your students, and this in turn brings you new clients. And it increases your income in the future.
How can a tutor create a situation of success in the lesson?
Many people think that a situation of success is a pattern into which a student is driven and always emerges victorious. Alas, there is no single correct algorithm; what is important here is a combination of factors and actions on the part of the tutor that will lead all participants in the training to success. But there is recommendations, parameters and room for maneuver, in which success is more likely to be achieved.
However, I tried to fit the methods of creating a situation of success into 5 simple steps, kind of too algorithm, but free, in which you can choose the most suitable methods and techniques. (I will talk about them in detail later.)
To create a situation of success
- Show your child complete trust
- Help the student formulate and clarify goals and tasks facing the class and each child individually
- Always assume that the student has internal motivation to learn
- Be a source of varied experience for your child, someone you can always turn to for help.
- Develop your ability to sense and accept emotions
- Smile!
What does this look like in practice?
In reality, a tutor’s smile alone is not enough to achieve success. ;) There are specific actions that shape that very situation.
Situations of success are not only the individual achievements of each student. If you work with a group, success may be the ability to agree, convince, win over, and achieve common learning goals together (for example, defeat the opposing team in an intellectual quiz).
Based on the definition success situations
“a purposeful, organized combination of conditions under which it is possible to achieve significant performance results”
the tutor needs execute 5 steps:
Methods and techniques for creating a situation of success in the classroom
I suggest you TOP 3 methods to create in the student the correct positive perception of the lesson and his own achievements.
- Reception "Eureka"
The teacher creates a situation in which the student himself comes to an interesting conclusion that reveals his own unknown personal qualities. For example, invite students to create the image of the main character of a work in new ways: draw a portrait, make a film, write a song or poem. Such creative tasks reveal the potential of children, and the tutor as a result receives a whole “bouquet” of talented work. I will talk about such methods separately and how we used linguistic methods in biology.
- Tasks of varying difficulty
This technique is taken from differentiated teaching methods and allows each child to complete a task that is within their power. At the same time, stronger students get a chance to show off their erudition, “average students” can distinguish themselves with their creative approach, but the weakest ones will receive satisfaction from completing the task and working in a team.
- Independent task selection
Invite the student to choose his own task. The content of the task should be the same, the student can choose the volume, difficulty of completion, choose an individual task or work in pairs/groups, self-training or with the help of a teacher. Firstly, children develop the skill of not getting lost in a situation of choice, and secondly, this teaches them to conscious choice, to an adequate assessment of one’s strengths and abilities.
What's the result?
The result of implementing techniques to create a situation of success in learning for the student will be.